Full Inclusion versus Self-Contained or Special Schools

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Full Inclusion Versus Self-Contained or Special Schools The treatment of individuals with disabilities has changed dramatically since the 1800’s. Reynolds 1988, describes, Progressive inclusion, the evolution of services provided to those with various disabilities. In the early 1800’s residential institutions, or asylums were seem as common place accommodations for individuals with hearing, visual, mental or emotional impairments. Institutions remained the primary educational support until a century later in the early 1900’s. The parents of students with disabilities brought upon a legislation change. During the 1950’s and 1960’s, these parents pressured courts and legislatures to introduce a change in educational services. Reynolds (1988), discussed the birth of The Education for All Handicapped Children Act of 1975. This act mandated that all children, regardless of disability, had the right to a free, appropriate education in the least restrictive environment. As a result, resource and self-contained classrooms expanded in public schools. In 1991 the Individuals with Disabilities Act was inducted. As a result professionals in the field of special education are giving more consideration to placing students in the least restrictive environment. Least restrictive environment was a concept outlined by the Individuals with Disabilities Education Act. As written, this act mandates that children with disabilities should be educated with children who are not disabled to the maximum extent appropriate. Special needs classes, separate schooling, or other removal of children with disabilities from the regular educational environment should occur only if the nature and severity of the disability is such that the education in regula... ... middle of paper ... ...il 1, 2014, from http://www.sedl.org/change/issues/issues43.html Mauro, T. (2009). Choose the right special education placement for your child. Retrieved from http://specialchildren.about.com/od/specialeducation/specialdrooms.htm Reynolds, M. C. (1988, Winter). Past, present, and future of school integration. Minnesota UAP Impact, 1(2), 2. Minneapolis: University of Minnesota, Affiliated Program on Developmental Disabilities. Staub, D., & Peck, C. A. (1994, December-1995, January). What are the outcomes for non-disabled students? Educational Leadership, 52(4), 36-40. Tornillo, P. (1994, March 6). A lightweight fad bad for our schools? Orlando Sentinel. Will, M. (1986, November). Educating students with learning problems-a shared responsibility. Washington, DC: Department of Education, Office of Special Education and Rehabilitative Services.

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